Comparative Study On The Field Of "Number And Algebra" In Chinese And Japanese Primary Mathematics

Japan, as China's neighbors belong to Asian cultures, Chinese and Japanese mathematics curriculum, textbooks are highly comparable, analysis of Japanese primary school mathematics curriculum, textbooks, to further improve the primary school mathematics curriculum in China has distinctive theoretical value and practical significance. "Number and Algebra" on the field is the primary mathematics curriculum, the textbook of the trunk. Although the current mathematics curriculum for primary schools in Japan, the number of textbooks for a lot of research, however, most existing research stay at the macro level, has yet to go deep into the micro-level mathematics textbooks in-depth study carried out at the same time, the Japanese "essentials guide" study Most stay in the general introduction of the general.In this paper, Primary Mathematics, "Number and Algebra" courses as an example,select the Primary Mathematics textbooks in Japan's version of a typical representative of Tokyo, as well as China's primary school mathematics textbook version of the northern division, the integrated use of content analysis, comparative law, literature and interview from China's "Curriculum Standards" and Japan's "Guide essentials" to start the comparison of two sets of textbooks to carry out the macro-and micro-comparative study of the combination. At thelevel of China-Japan Primary Mathematics "Number and Algebra" field of the development of a comparative analysis; at the micro level, on the Sino-Japanese Primary Mathematics "Algebraic numbers and" the specific content of textbooks, from the content and structure (Course capacity, course difficulty , presentation, scheduling exercise), the basic structure of the chapter content, structure, characteristics and printing the text attributes such as layout area to stop to carry out a comparative study. At the same time, carefully select typical elementary school mathematics content "division points", two versions of the classic textbook case study. On this basis, I propose to amend and improve the primary school mathematics curriculum of a number of recommendations textbooks.Study shows that:First, the Chinese and Japanese Mathematics "Curriculum Standards," "Guide essentials" in objectives and emphasis on double-base, but require different treatmentChina's "Curriculum Standards" and Japan's "Guide essentials" of the primary mathematics curriculum goals, all attach importance to the basic knowledge and basic skills, both mathematical and real-life importance of close contact. In the "knowledge and skills" goals and emotional attitudes, the higher the requirements of our country and put forward, such as "Learning, analysis, problem-solving skills, and enhance awareness"etc, compared to only request the Japanese "culture of awareness ". In the "Number and Algebra" field, the two countries attach importance to the integrity of knowledge and step-by-step, the Tokyo version is focused on the use of knowledge and skills, put great emphasis on understanding the word (for example, few understand the meaning of the meaning of decimals, the meaning of scores , understanding the relative size of a few), North Division version of the law attaches great importance to explore, I considered to strengthen the estimates, such as to promote diversification algorithm.Second, the Tokyo version and edition of the North division of mathematics textbooks in primary schools in the "Number and Algebra," in common areas, a significant differenceTwo versions of textbook knowledge emphasized rigor, logical and systematic, it is clear to see that the Tokyo version of the textbook version and the North Division in the contents of the good capacity of "Curriculum Standards" and "essentials guide" the presentation of relevant knowledges . Tokyo version of "algebraic number" field of the contents of the overall arrangement in line with the version of the North division, such as the integral understanding of knowledge points in the 1-4 grades. Difference is that awareness of the Tokyo version of multiplication in second grade, our arrangements in the third grade on. Tokyo version of the course time, integral knowledge and understanding of four decimal calculations are slightly higher than the hybrid version of the North Division, four mixed-integer calculations and understand the four scores are slightly lower than hybrid computing version of the North division. Breadth courses, the integral understanding of four mixed-integer operation, awareness and Score 4 mixed computing, a small number of knowledge and all four mixed computing version of slightly less than the North Division. Depth courses, the Tokyo version of the integral understanding of four mixed-integer calculations slightly less than the version of the North division, and scores of 4 mixed with a small number of computing and hybrid computing higher than the 4 version of the North division. Course difficulty, the integral understanding of knowledge and Score 4 mixed computing and scores of awareness and less than four mixed-computing versions of the North division, but in four mixed-integer calculations than the version of the North division. In the presentation, the two versions with the aid of diagrams, language, life, foceusing on the Tokyo version of "materials science" point of view the preparation of textbooks, teacher edition of the North-oriented "study materials" and "teaching" unity. Exercise schedule, the Tokyo version of the small number of exercises, it is not sufficient exercise. From the four mixed-integer operations, the Tokyo version of a total 1432 exercises, the North Division a total of 2372 edition.It is clear that the differences between the two. Compare the contents of the basic structure of the chapter, the preparation of two versions of the same style in general, are consistent with present knowledge of the characteristics and habits of learning. The organizational structure of contrast, the two versions of textbooks adopted the organizational structure of the spiral, but compared to the Tokyo edition of the textbook used to prepare the way spiral, North version of the textbook division of the spiral structure of knowledge is mainly embodied in the inner contact point, and the chapters on closer to the linear arrangement of the preparation; contrast text features, the whole feature is not obvious, in a knowledge-point comparison of the obvious characteristics, such as subtraction understanding; print production format comparison, I believe that the Tokyo version of the textbook illustrations authenticity version is superior to the North division. At the same time, through interviews with teachers on the frontline of China's two versions of the visual evaluation of textbooks come to the Tokyo edition of the textbook production in the appearance of obvious characteristics; depth through follow-up interviews, come to Tokyo, Japan, the textbook version than some of our deep knowledge.Third, Tokyo edition and teacher edition of the North division in the scores, the class is almost the same as differences in other areasOn "scores of division" in terms of content: In the class, the Tokyo version of 6 hours, 9 version of the North division class, class is almost the same; the difficulty of the courses, the Tokyo version of the requirements than the version of the North Division; in the preparation of structure, the two versions are the problem situations as the breakthrough point, a knowledge; in the presentation, the Tokyo version of a more holistic knowledge-based, mathematics taste some more focused version of the North Division to stimulate interest in students; in the design style, the Tokyo version structure near the subject; in the organizational structure, the Tokyo version of inclined linear, version of the North division structures tend to spiral; characteristics in the text, the Tokyo version is more concerned about the level of mathematical thinking. On "scores of division" is concerned, these differences, the two countries was mainly due to the teaching of concepts and different training objectives.Fourth, recommendations for improvementOn the Primary Mathematics "Number and Algebra" field, the China's "Curriculum Standards", Japan "Guide essentials" and the Tokyo version of the textbook version of the North division exists for further improvement. To this end, this article recommends the following.China's "Curriculum Standards" can be added in the preparation of the appendix shows that grade will be divided into specific detail the objectives and requirements, so that is more conducive to the actual master teachers; and Japan's "Guide essentials" can be added to some typical cases of teaching to enable teachers to teaching drawing and reference.On the two versions of "Number and Algebra" field of a textbook, the edition of the North division in the focus at the same time to stimulate interest in learning the basic knowledge should also pay attention to the systematic, integrity. Tokyo version of the layout of certain knowledge point should be adjusted appropriately (integer multiplication and division of the interval should not be too long). At the same time, the exercises should be increased appropriately, well-prepared (or the pursuit of "Fewer or Better").In this paper, the conclusions for the primary school mathematics teachers in curriculum implementation, has a certain reference value, for perfecting the primary mathematics curriculum has a certain reference value.